ArticleGMS journal for medical education2026
A longitudinal curriculum for teaching communication skills in undergraduate dental education: Evaluation and self-assessment.
Article in GMS journal for medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Bedside teaching - from clinical learning to explicit teaching.GMS journal for medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: Communicative competencies in dentistry can be taught particularly well through longitudinal curricula. The aim of this study was to evaluate a longitudinal curriculum for teaching communication skills in dental education and to examine students' self-assessment of their communication competencies over the course of the curriculum. Methods: The curriculum was established for the 3rd to 5th year of study of dentistry. Communication skills were taught in six modules. These include theoretical units on communication and practical units, e.g., simulated patient encounters or internships for self-reflection. An evaluation accompanied the continuum of the curriculum. At four time points, students provided feedback on aspects of the curriculum. Furthermore, they assessed the development of their own communication skills via the Berlin Global Rating (BGR) and empathy via the Jefferson Scale of Physician Empathy, Student Version (JSPE-S). Results: 29 students took part at all four time points T1-T4 (n=18 female, n=11 male). Most dental students felt that the curriculum was helpful or very helpful for learning patient-dentist-communication skills. Women described a significant decrease in JSPE-S-empathy over time as well as a significant increase in nonverbal and verbal expression, empathy, and coherence (BGR) over time (p<0.05). No change in communicative competencies was found in male students. Conclusion: The longitudinal, practice-oriented communication curriculum could be successfully integrated into undergraduate dental education. It fostered students' self-confidence and, among female participants, enhanced perceived communication competencies. The results underline the value of combining simulated patient encounters, video-based peer feedback, and guided self-reflection in preparing dental students for effective patient-centered communication.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.